关键词
电子课本,课本,多种文化,符号学,互动,教育资源,信息通讯技术,协作学习
摘要
数字社会的技术潜力为学习提供了多种可能性。电子课本就是这种技术的一种体现,必须加以重视。本文对认知力的案例研究来自一位小学老师和他的学生在课堂使用电子课本。研究考察了学生的意义生成练习,以及师生们在此条件下对学习活动的投入的认知。分析数据时,课堂被看作多模式的学习空间,虚拟的、实在的和认知的部分相互交叠,使得学生在多种情景中揣摩意义并在意义中反映这些情景。结果显示,电子课本使用者的认知极大地取决于学校的教学文化,他们的认知根植于这个文化中。尽管采用电子课本并不一定意味着从传统的课本转变到电子课本,师生们在必须符合的规格标准方面对电子课本供货方也会有更大范围的要求。这样的话,电子课本就变为免费因特网资源的一个真正的替代品。尽管电子课本有利于积极交流的学习方式,出版方仍须克服真正的挑战,以免电子课本成为下一个被遗忘的新潮玩意儿。
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收到: 25-02-2013
修订: 23-06-2013
公认: 01-08-2013
OnlineFirst: 15-11-2013
发布日期: 01-01-2014
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如何引用
Minelli-de-Oliveira, J., Camacho-i-Martí, M., & Gisbert-Cervera, M. (2014). Exploring student and teacher perception of E-textbooks in a Primary School. [Explorando la percepción de estudiantes y profesor sobre el libro de texto electrónico en Educación Primaria]. Comunicar, 42, 87-95. https://doi.org/10.3916/C42-2014-08